This study examined the effects of an academic music intervention on the conceptual understanding of music notation and the representation of fractions of seventh grade students from a multicultural and mixed socioeconomic public school environment. Students (N = 15) had prior concepts about music instruction, as well as representation of fractions. This is an observational study in which a battery of four tasks was administered before and after instruction. The instruction included 9 sessions of 50 minutes. The results after the intervention show an acquisition of the discrete model of representation of fractions, as well as an association with musical symbols.